Dillon reviewed using text features and author's point of view today. First, he was given a passage to read that focused on text features. Dillon did a great job identifying text features and their usage and scored 7 out of 8 correct on this FSA practice passage. Next, he reviewed author's point of view and how to identify evidence that supports the author's view. He did not have a chance to complete this and will continue this exercise at our next session. I was very pleased to note that Dillon is doing a great job of sounding out unknown words in passages. His ability to chunk words has greatly improved!
Today, I gave Dillon a sample FSA assessment. He worked on this independently.Then we reviewed his answers looking for areas to focus instruction on. The portion I administered contained 11 questions. Dillon correctly answered 7 of the questions. This would place him at the low end of proficiency on the test. Areas to strengthen include author's purpose, careful reading of instructions, referring to text before answering questions and testing vocabulary. Dillon was focused and worked hard in this session.
Key ideas and their relationships and domain specific vocabulary
Lesson Outline
Dillon worked on the reading for information standard RI3.3 which is understanding the relationship between ideas. He read an article about the Great Chicago Fire and responded to questions. With support, he was able to identify the key ideas and their relationships. He did a nice job on the question about the similarities between the two passages. He also worked on a passage to identify domain specific word meanings in context.
Dillon completed the paired passages assignment about payment for chores. After reading, he was able to take a position on the topic of paying kids for chores. He supported his position ( they should be paid) with evidence from both texts. Next,he started reading paired passages on the Titanic and the Great Chicago Fire. He will continue practicing close reading and identifying text evidence at our next session.
Dillon worked on close reading activities during our session today. He read paired passages on whether children should be paid for doing chores around the home. Each passage was read 3 times, once silently and twice orally. He underlined key ideas in each paragraph. Next, he responded to questions that required him to get the answers directly from the text. He practiced using the sentence starters for evidence based questions such as: "The author stated...", "According to the text..." and "Based on what I read..." . At our next session, Dillon will use these 2 passages to compare and contrast the two passages and to write an opinion paragraph.
Dillon and I reviewed a book mark that he can use to support close reading of text. We discussed "right there" text evidence and the use of text clues for "beyond the text"answers. We discussed the need to read a selection multiple times to make sure you understand the text. He practiced this with a passage about a roller coaster ride. Dillon did a great job citing text evidence and writing good responses using sentence starters. Next, he practiced close reading with a selection titled, "Sand Castle Mystery". He color coded the evidence in the text and did a great job responding to the questions.
Dillon continued his work on main idea and text evidence. He read an article about the beginnings of baseball and answered questions that required him to look for text evidence to support his responses. Dillon did this successfully with support. He tends to rush and not review all responses and continues to need support to read the question and possible responses very carefully. His oral reading fluency is steadily improving. He ended the session reading an opinion piece article about candy corn. Dillon really enjoyed this humorous article and was very excited about going Trick or Treating after our session!
Dillon was very focused today. He read a passage titled, "Peru" and answered 4 comprehension questions that called for close reading of text and the citing of text evidence. He also worked on a short vocabulary assignment for his school homework. Next, he read an article about the invention of potato chips. He answered questions that required him to identify the main idea of certain sections of text and then find information in the text that supported his response. This requires close reading of the question and is something that we continue to work on.
Dillon read two paired informational passages about starfish today. He used these passages to answer questions that required he cite evidence from the text. This close reading exercise reinforced the third grade standard 3RI1.1 which requires students to refer explicitly to text as the a basis for their answers. Dillon also practiced fluency with an article about goldfish. He read at an appropriate rate with fluency and expression. Dillon has been working very hard in our sessions and is doing a fantastic job.
